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A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023

Year 2023, Volume: 11 Issue: 4 - December 2023, 587 - 604, 30.12.2023
https://doi.org/10.17478/jegys.1399790

Abstract

The main purpose of this study is to examine the postgraduate theses on concept mapping in terms of purpose and method and to determine the general trends of the studies prepared within the framework of this theme. The data obtained for this purpose were analyzed by thematic content analysis method. The postgraduate theses published on the official website of the National Thesis Center of the Higher Education Institution in Turkey (YÖK TEZ) between 2001 and 2023 on concept mapping were scanned in line with the criteria for inclusion in the study. A total of 116 graduate thesis, 100 master's theses (MT) and 16 doctoral theses (DT), were included in the study. The inclusion criteria were "being within the specified date range", "being concept map-oriented", "being within the Institute of Educational Sciences and Social Sciences". The distribution of the theses within the scope of the research was examined according to the year of publication, type of publication, subject, method/pattern, sample/study group and size, type of data collection tools, data analysis methods and the department/science branch. According to the results of the research, it was determined that the theses examined were mostly aimed at examining the effect of concept maps on student achievement, were predominantly designed in experimental design, the sample/study group was mostly in the range of 51-100 participants, and the sample consisted mostly of primary and secondary school students. It is thought that the main results of this study will provide important clues to researchers working in this field. Within the framework of the results of the research, it can be suggested that different research methods should be utilized in new studies to be conducted in this subject area, especially qualitative studies should be designed to examine the subject.

References

  • Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. (The parameters of content analysis). Eğitim ve Bilim, 39(174), 33-38.s
  • Çalık, M., Ayas, A., & Ebenezer, J.V. (2005). A review of solution chemistry studies: Insights into students’ conceptions. Journal of Science Education and Technology, 14(1), 29-50.
  • Erdimez, Ö., Tan, S., & Zimmerman, R. (2017). The use of concept maps as a tool to measure higher level thinking skills in elementary school science classes. Journal for the Education of Gifted Young, 5(2), 1-20.
  • Finfgeld, D. L. (2003). Metasynthesis: The state of the art-so far. Qualitative Health Research, 13(7), 893- 904.
  • Freeman, L.A., & Jessup, L.M. (2004). The power and benefits of concept mapping: measuring use, usefulness, ease of use, and satisfaction. International Journal of Science Education, 26 (2), 151-169.
  • Gödek, Y., Polat, D., & Kaya, V. H. (2018). Fen bilgisi öğretiminde kavram yanılgıları Kavram yanılgılarının tespiti-giderilmesi ve uygulamalı örnekler. (In science education, misconceptions in concepts: Identification, elimination, and applied examples). Ankara: Pegem Akademi.
  • Günhan, O., F. (2009). Kavram haritaları öğretim stratejisinin öğrenci başarısına etkisi: Bir meta analiz çalışması. (The impact of concept mapping as a teaching strategy on student achievement: A meta-analysis study). Master Thesis. Marmara University, İstanbul, Turkey.
  • Heinze-Fry, J.A., & Novak, J.D. (1990). Concept mapping brings long-term movement toward meaningful learning. Sciencee education.
  • Kaya, S. (2019). Ortaokul 7. sınıf rasyonel sayılar konusunun öğretiminde kavram haritası kullanımının öğrencilerin akademik başarısına ve tutumuna etkisi. (The effect of concept map usage on the academic achievement and attitude of student's in teaching secondary school 7th grade rational numbers). Master Thesis. Fırat University, Elazığ, Turkey.
  • Kinchin, I.M. (2000). Concept mapping in biology. Journal of biological education, 34 (2), 61-68.
  • Novak, J. D. (1990). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29-52.
  • Novak, J. D., & Cañas, A. J. (2006). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition, 1, 1-36.
  • Novak, J. D., & Musonda, D. (1991). A Twelve-Year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117-153.
  • Novak, J. D., Gowin, D. B., & Johansen, G. T. (1983). The Use of Concept Mapping and Knowledge Vee Mapping with Junior High School Science Students. Science Education, 67(5), 625-645.
  • Oluk, T.N. (2016). Kimya eğitiminde farklı kavram haritası oluşturma yöntemlerinin karşılaştırılması. (The comparision of different concept mapping tasks in chemistry education). Doctoral Thesis. Gazi University, Ankara, Turkey.
  • Önder, İ., & Beşoluk, Ş. (2010). Düzenlenmiş İki Faktörlü Çalışma Süreci Ölçeği’nin (R-SPQ-2F). (Adaptation of Revised Two Factor Study Process Questionnaire (R-SPQ-2F) to Turkish). Eğitim ve Bilim, 35(157), 55-67.
  • Özgür, H., & Tosun, N. (2012). Öğretmen Adayyarının Derin ve Yüzeysel Öğrenme Yaklaşımlarının Çeşitli Değişkenler Açısından İncelenmesi. (Examination the Deep and Surface Learning Approaches of Pre-Service Teachers in Terms of Some Variables). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12(24), 113-125.
  • Rice, M. P. (2002). Concept mapping as an educational technology to facilitate cognition of pre-service teachers. Texas A&M University.
  • Santhanam, E., Leach, C., & Dawson, C. (1998). Concept mapping: How should it be introduced, and there is evidence for long term benefit? Higher Education, 35, 317-328..
  • Sönmez, V. (2015). Program Geliştirmede Öğretmen El Kitabı (Teacher's Handbook in Curriculum Development). (18 b.). Ankara: Anı Yayıncılık.
Year 2023, Volume: 11 Issue: 4 - December 2023, 587 - 604, 30.12.2023
https://doi.org/10.17478/jegys.1399790

Abstract

References

  • Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. (The parameters of content analysis). Eğitim ve Bilim, 39(174), 33-38.s
  • Çalık, M., Ayas, A., & Ebenezer, J.V. (2005). A review of solution chemistry studies: Insights into students’ conceptions. Journal of Science Education and Technology, 14(1), 29-50.
  • Erdimez, Ö., Tan, S., & Zimmerman, R. (2017). The use of concept maps as a tool to measure higher level thinking skills in elementary school science classes. Journal for the Education of Gifted Young, 5(2), 1-20.
  • Finfgeld, D. L. (2003). Metasynthesis: The state of the art-so far. Qualitative Health Research, 13(7), 893- 904.
  • Freeman, L.A., & Jessup, L.M. (2004). The power and benefits of concept mapping: measuring use, usefulness, ease of use, and satisfaction. International Journal of Science Education, 26 (2), 151-169.
  • Gödek, Y., Polat, D., & Kaya, V. H. (2018). Fen bilgisi öğretiminde kavram yanılgıları Kavram yanılgılarının tespiti-giderilmesi ve uygulamalı örnekler. (In science education, misconceptions in concepts: Identification, elimination, and applied examples). Ankara: Pegem Akademi.
  • Günhan, O., F. (2009). Kavram haritaları öğretim stratejisinin öğrenci başarısına etkisi: Bir meta analiz çalışması. (The impact of concept mapping as a teaching strategy on student achievement: A meta-analysis study). Master Thesis. Marmara University, İstanbul, Turkey.
  • Heinze-Fry, J.A., & Novak, J.D. (1990). Concept mapping brings long-term movement toward meaningful learning. Sciencee education.
  • Kaya, S. (2019). Ortaokul 7. sınıf rasyonel sayılar konusunun öğretiminde kavram haritası kullanımının öğrencilerin akademik başarısına ve tutumuna etkisi. (The effect of concept map usage on the academic achievement and attitude of student's in teaching secondary school 7th grade rational numbers). Master Thesis. Fırat University, Elazığ, Turkey.
  • Kinchin, I.M. (2000). Concept mapping in biology. Journal of biological education, 34 (2), 61-68.
  • Novak, J. D. (1990). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29-52.
  • Novak, J. D., & Cañas, A. J. (2006). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition, 1, 1-36.
  • Novak, J. D., & Musonda, D. (1991). A Twelve-Year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117-153.
  • Novak, J. D., Gowin, D. B., & Johansen, G. T. (1983). The Use of Concept Mapping and Knowledge Vee Mapping with Junior High School Science Students. Science Education, 67(5), 625-645.
  • Oluk, T.N. (2016). Kimya eğitiminde farklı kavram haritası oluşturma yöntemlerinin karşılaştırılması. (The comparision of different concept mapping tasks in chemistry education). Doctoral Thesis. Gazi University, Ankara, Turkey.
  • Önder, İ., & Beşoluk, Ş. (2010). Düzenlenmiş İki Faktörlü Çalışma Süreci Ölçeği’nin (R-SPQ-2F). (Adaptation of Revised Two Factor Study Process Questionnaire (R-SPQ-2F) to Turkish). Eğitim ve Bilim, 35(157), 55-67.
  • Özgür, H., & Tosun, N. (2012). Öğretmen Adayyarının Derin ve Yüzeysel Öğrenme Yaklaşımlarının Çeşitli Değişkenler Açısından İncelenmesi. (Examination the Deep and Surface Learning Approaches of Pre-Service Teachers in Terms of Some Variables). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12(24), 113-125.
  • Rice, M. P. (2002). Concept mapping as an educational technology to facilitate cognition of pre-service teachers. Texas A&M University.
  • Santhanam, E., Leach, C., & Dawson, C. (1998). Concept mapping: How should it be introduced, and there is evidence for long term benefit? Higher Education, 35, 317-328..
  • Sönmez, V. (2015). Program Geliştirmede Öğretmen El Kitabı (Teacher's Handbook in Curriculum Development). (18 b.). Ankara: Anı Yayıncılık.

Details

Primary Language English
Subjects Curriculum and Instration (Other)
Journal Section Differentiated Instruction
Authors

Musa POLAT 0000-0003-1167-0344

Melek ÇAKMAK 0000-0002-3371-4937

Early Pub Date December 27, 2023
Publication Date December 30, 2023
Submission Date December 4, 2023
Acceptance Date December 27, 2023
Published in Issue Year 2023 Volume: 11 Issue: 4 - December 2023

Cite

APA POLAT, M., & ÇAKMAK, M. (2023). A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023. Journal for the Education of Gifted Young Scientists, 11(4), 587-604. https://doi.org/10.17478/jegys.1399790
AMA POLAT M, ÇAKMAK M. A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023. JEGYS. December 2023;11(4):587-604. doi:10.17478/jegys.1399790
Chicago POLAT, Musa, and Melek ÇAKMAK. “A Thematic Content Analysis Study on Concept Map Oriented Graduate Theses Between 2001 and 2023”. Journal for the Education of Gifted Young Scientists 11, no. 4 (December 2023): 587-604. https://doi.org/10.17478/jegys.1399790.
EndNote POLAT M, ÇAKMAK M (December 1, 2023) A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023. Journal for the Education of Gifted Young Scientists 11 4 587–604.
IEEE M. POLAT and M. ÇAKMAK, “A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023”, JEGYS, vol. 11, no. 4, pp. 587–604, 2023, doi: 10.17478/jegys.1399790.
ISNAD POLAT, Musa - ÇAKMAK, Melek. “A Thematic Content Analysis Study on Concept Map Oriented Graduate Theses Between 2001 and 2023”. Journal for the Education of Gifted Young Scientists 11/4 (December 2023), 587-604. https://doi.org/10.17478/jegys.1399790.
JAMA POLAT M, ÇAKMAK M. A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023. JEGYS. 2023;11:587–604.
MLA POLAT, Musa and Melek ÇAKMAK. “A Thematic Content Analysis Study on Concept Map Oriented Graduate Theses Between 2001 and 2023”. Journal for the Education of Gifted Young Scientists, vol. 11, no. 4, 2023, pp. 587-04, doi:10.17478/jegys.1399790.
Vancouver POLAT M, ÇAKMAK M. A thematic content analysis study on concept map oriented graduate theses between 2001 and 2023. JEGYS. 2023;11(4):587-604.